Impact of Flipped Classroom Instructional Model on Students' Achievement and Retention of Mammalian Skeletal System in Minna, Niger State, Nigeria

Abstract

This study investigated the impact of flipped classroom instructional model on students’ achievement and retention of mammalian skeletal system in Minna, Niger State, Nigeria. The quasi-experimental non-equivalent, non-randomized, pre-post-test control group design comprised of an experimental group (n=83) with group learning treatment and a control group (n+76) was given conventional teaching for a duration of 4-week. Four research questions and four hypotheses were raised and tested at 0.05 level of significance Biology Achievement Test (BAT) and field Trial Validation Questionnaire (FTVO) with reliability coefficient of 0.70 and 0.84 respectively, were used for data collection. The ANCOVA was employed to determine the main effects of flipped classroom instructional model on group achievement, retention and gender. The results showed a significant effect on students’ achievement, retention but no significant effect of gender on the concept of Mammalian skeletal systems’ achievement. The findings revealed that the students taught the concept of Mammalian skeletal system using flipped classroom instructional model out-performed their counterpart taught the same concept using conventional lecture method both in achievement and retention; and both the male and female students in the experimental group improved their achievement and retention in which no significant difference was observed after the treatment. Flipped classroom instructional model had significant effects on students’ achievement and retention. Gender differences with respect to the effects of flipped classroom instructional model on achievement and retention was not significant. Therefore, biology teachers should be encouraged and trained in the use of flipped classroom instructional model to improve students’ achievement and retention in Nigeria.